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GABRIEL
I would like to dedicate this work to the future Business Teacher Students and to my
parents for the financial support, to my friends who helped me a lot to done this work, also to the
teachers Justice Muñoz Palma High School whose with me during my practice teaching days.
Acknowledgment
This portfolio would not have been possible without the support of many people
First of all, I would like to give praise and glory to our almighty God for giving me the
Second, I would like to extend my gratitude to Mrs. Felicitas Victoriano for allowing us
to conduct our practice teaching despite of all the odds and mess regarding MOA etc..
Special thanks to my cooperating teacher Mr. Gil G. Gamo for the patience, guidance and
for supporting me during my practice teaching and lastly, to my parents for their financial
If they need love, (and they do need love), let me love, in full measure.
When I stand before them, Lord, let me look strong and good and honest and loving.
And let me be as strong and good and honest and loving as I look to them.
Help me to counsel the anxious, crack the covering of the shy, temper the
Help me to inspire them so that learning will not cease at the classroom door.
Let the lessons they learn make their lives fruitful and happy.
Creator of all things, true source of Light and Wisdom, lofty source of all
Being, graciously let a ray of Your Brilliance penetrate into the darkness of my
understanding and take from me the double darkness in which I have been born,
Grant me the talent of being exact in my explanations and the ability to express
Point out the beginning, direct the progress, and help in the completion.
Being a student teacher is not an easy thing to do, you have to prepare
yourself in teaching students with individual differences and cope up to their
environment. Furthermore, you have also to be more patient with your naughty
students so that the learning process will be more successful and for the students to
understand what do you want them to be learning from you.
The primary role of the teacher intern is to successfully carry out the internship
assignment. The teaching internship may be viewed as a critical stage of transition from
the status of college student to the status of classroom teacher. The internship is a
privilege and therefore carries with it certain responsibilities, among which are:
1. Place school duties and responsibilities ahead of personal wishes and outside
activities. The teaching internship is a full-time responsibility.
8. Adjust to, rather than try to change, the situation in the classroom or school.
9. Plan lessons on a weekly and daily basis and submit the plans to your school
lesson plan format is in the appendix.) Your plans should be kept in a notebook or
folder and made available to your university supervisor during each visit.
10. Be fully prepared for each class session. This will require considerable planning and
11. Participate in all of the activities expected of your school supervisor, including
teacher conferences, school activities, and non-instructional duties (before, during, and
after school).
12. Be on time all the time. Never be absent from your assignment without good reason.
If you do become ill, call your school supervisor and university supervisor as early
13. Cooperate at all times with teachers, other staff members, and administrators.
14. Become thoroughly familiar with the Teacher Intern Assessment Instrument and
expectations for your major. Consult the Reference Guide in this handbook for
supervisor. Forms are provided for this purpose (see self-evaluation checklists).
16. Accept feedback and suggestions that will aid your personal and professional
growth.
17. Demonstrate effective management of self. Don't lose your patience or self control.
18. Maintain confidentiality and avoid unfavorable criticism of the school, the school
19. Submit weekly teacher intern reports to your university supervisor. Notify your
20. Strive for personal and professional growth through continued study and effort.
seminars.
21. Become acquainted with professional organizations and resources available through
Here are the highlights of its growth from a mere business school with an itinerant
existence to the country's largest state university. Click upon the timeline link
provided below to proceed with the specific part of the PUP history timeline.
1904-1951
Business School.
1952-1971
This period covers the time where the Business School became a College
1972-1985
This periods brought about a dramatic change in the University firming its
1991-1999
To keep pace with changing conditions; the University underwent continuous change in this
period.
2000-present
A transition point as the University heads for the future, grasps new and emerging
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:
Education is an instrument for the development of the citizenry and for the
enhancement of nation building;
Meaningful growth and transformation of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented
education imbued with the spirit of humanist internationalism.
Vision
The mission of PUP in the 21st Century is to provide the highest quality of
comprehensive and global education and community services accessible to all students,
It shall offer high quality undergraduate and graduate programs that are responsive to
the changing needs of the students to enable them to lead productive and meaningful
lives.
and competence among all members of the academe, stressing their importance
3. Emphasize the unrestrained and unremitting search for truth and its defense, as
5. Develop in the students and faculty the values of self-discipline, love of country
6. Provide its students and faculty with a liberal arts-based education essential to a
the individual;
7. Make the students and faculty aware of technological, social as well as political
8. Use and propagate the national language and other Philippine languages and
10. Build a learning community in touch with the main currents of political, economic
and cultural life throughout the world; a community enriched by the presence of a
It was during the administration of Mayor Ismael Mathay III, when the city
government constructed a three-storey building. Another one-storey building was built
facing the Mathay Hall with three classrooms until the construction was stopped by the
DPWH. In the year 1999, a four-storey building with 12 classrooms was constructed
through the generosity of former Congressman Dante V. Liban, the Division of City
Schools and DPWH. This additional building helped address the accommodation
problem of the growing population of the school.
Payatas High School is strategically located at Molave and Narra streets and the
boundary of Villa Gracia Homes.
It was on February 14, 2000, when Mrs. Violeta D. Jordan took the helm of Lagro
High School Payatas as Master Teacher/Officer-In-Charge. She continued the efforts
started by the predecessors prioritizing on the basic necessities of both the teachers
and the students by providing clean water and functional comfort rooms. It was also
during her time that Lagro High School Payatas Annex gained its independence.
The Centennial Rotary Club donated water purifier. Liban and Mathay buildings
were repaired and repainted. An 18 classroom-four storey SB Hall, stage and fences
were constructed under the leadership of Honorable Feliciano Belmonte Jr.
Payatas High School was renamed Justice Cecilia Muñoz Palma HIGH School
on November 22, 2006. Justice Palma clan donated 10 brand new computers and the
rotary Club of Marikina Hills another 10, enabling the school to put up a computer room
at Belmonte Hall. Truly blessed, our school is a recipient of 21 computer units from
CICT, Office of the President. About 200 families enjoy the “Pantawid Pamilyang
Pilipino Program” in 2009.
Another 15-classroom 4 storey SB building was constructed that the big number
of students per class was lessened. Inspired by the unwavering support of the City
Government, Justice Cecilia Muñoz Palma Foundation Inc., NGOs, parents, teachers
and students, Ms. Alajar continuously improve the school.
JUSTICE CECILIA MUÑOZ PALMA HIGH
SCHOOL
VISION
MISSION
A. COMMUNITY PROFILE
Barangay PAYATAS got its name from Payatas Estate, a vast tract of land
covering approximate area of 5, 295 hectares. PAYATAS is
derived from the word “PAYAT sa TAAS” meaning the soil of highlands is not fertile
compared with the lowlands along Marikina River. It occupies a little less than 20% of
the city’s land area. The population was almost 125,000 as of 2003. majority of the
residents fall below the poverty level, living harsh and poor conditions in the depressed
areas. The language used is Tagalog and secondary dialects are Waray, Ilonggo,
Visaya, Bicol, Ilokano, Panggalatok and Kapampangan.
B. DEMOGRAPHY
• Payatas area has a population of 125,000 more or less 10% of the city’s 2003
estimated population.
• Average annual population growth rate for the past 10 years is 15.23%
• High growth rate is due to immigration. The continuous influx of migrants is
alarming. Estimates indicate that more than 80% of the residents are migrants.
• The female population comprises 49.66% while the male population constitutes
50.66% of the population.
• Women of the reproductive age, (15-44 years old) are 51% of the total female
population.
• The population is described a generally young.
• School age population (7-12 years old) is estimated to be 32% of the total
population.
C. HEALTH
D. HOUSING
• Roughly 60% of the residents are squatters needing decent housing. These
occupy some 700 hectares more or less excluding NGC.
• The unabated influx of squatters remains a major problem usually blamed on
squatter syndicates and prevailing issues.
• Development efforts which cover housing are often hampered by the opposition
of squatters who rely heavily on such long hand issues.
DEVELOPMENT
ISSUES/POTENTIAL/OPPORTUNITES
PHYSICAL
• Growing interest among private sector groups as businessmen and real estate
• The area is viable site for the supply of land requirements in the implementation
of R.A. 7279.
JUSTICE CECILIA MUÑOZ PALMA
HIGH SCHOOL
MAPS
Justice Cecilia Muñoz Palma High School
Molave St., Payatas B. Quezon City
Lesson Plan
Final Demonstration
I. OBJECTIVES:
At the end of the lesson, the students are expected to:
II. CONTENT:
A. TOPIC:
Fluorescent Lamp and its Basic parts
B. MATERIALS:
Microsoft PowerPoint Presentation/Audio Visual Presentation
Charts, Drawing
C. REFERENCES:
Books
Electricity III by: Ulysses Balana pp. 74-75
Electricity III by: Efren Azares pp. 66-67
Computer
www.wikipedia.com
III. PROCEDURE:
A. PREPARATORY ACTIVITIES:
1. Daily Routine
Greetings
Prayer
Checking of Attendance and Room Condition
2. Review:
Incandescent Lamp
3. Motivation:
Question and Answer
Storytelling
4. Unlocking Difficulties:
• Ballast
• Cathode
• Starter
• Ultraviolet
Fluorescent Lamp
The fluorescent lamp is one of the most commonly used lamps. Like the
incandescent lamp, the fluorescent lamp is available in various sizes, wattages,
colors, and application and designs. It is second only to the incandescent lamp in
consumer use.
C. CLOSING ACTIVITIES:
1. Generalization:
Identify the parts of a fluorescent lamp.
2. Valuing:
Realize the importance of fluorescent lamp in everyday living.
3. Application:
The teacher will ask the students to identify the parts of a fluorescent
lamp and its function.
IV. EVALUATION:
Written Test:
Directions: Referring to the pictorial representation of a fluorescent lamp illustrated
previously, give or label its parts.
V. ASSIGNMENT:
1. Give at least 5 of your own opinion, the reason why people prefer to use
fluorescent lamps for residential and commercial purposes?
Ref.: Electricity III by: Efren Azares
Mandate:
Faculty of Education (Faculty of Education Ethical Review Board and Student Standing)
was created to develop a Code of Ethics for Student Teachers and to examine the ways
in which this Code will be communicated to students, faculty members and educational
partners.
The interests of the two Standing Committees of the Faculty of Education in promoting
appropriate ethical and professional conduct have led us to develop the following Code
of Ethics for Student Teachers. This code seeks to respond to, and address the
following needs:
• By addressing common issues and needs, the Code seeks to articulate and
principles reflect the fundamental values that are expressed in the duties, rights
ethical issues. It does not seek definitive answers to all ethical questions or
situations. Rather, it seeks to outline the guiding principles to ethical conduct and
The principles and norms guiding ethical conduct are developed within an ever-evolving
complex societal context, elements of which include the need for reflective action and
ethical principles.
knowledge and to ensure human understanding and respect for individual and collective
The moral imperative of respect translates into the following ethical principles that
Teachers enjoy, and should continue to enjoy important freedoms and privileges.
However, with freedoms come responsibilities and ethical challenges. This Code of
Ethics is in keeping with the philosophy and spirit of the New Directions that are
The role of the teacher and the contexts of teaching have changed. Thus, new
resources (knowledge, skills, attitudes) are required to practice the profession and meet
the challenges of teaching and learning in whatever contexts student teachers may find
“Teaching is governed by a legal and regulatory framework” (MEQ p. 120). The law
affects and regulates the standards and norms of teaching behaviors in a variety of
fundamental to human dignity and well being. Teachers should respect the spirit of the
Canadian Charter of Rights and Freedoms particularly the sections dealing with life,
liberty and the security of the person as well as those involving equality and
discrimination and the Education Act that sets out the obligations and rights of teachers.
Ethical student teachers should respect the following guiding ethical principles:
judiciously with them at all times, always mindful of their individual rights
their families and will always refrain from exploiting that relationship in any
form or manner.
schools.
Professors Spencer Boudreau, Elizabeth Wood, Jon Bradley, Ron Morris, Myrna Hynes,
Greg Reid
Approved by
Faculty Council
must have:
• Passing score on the State level content exam (as of January 2002). There is no
school where close relatives are employed or attending. Exceptions to this are
made only by the Director of Student Teaching and/or the Director of Educator
Licensing.
• Candidates are encouraged to participate in interviews and observations prior to
final placement. Both the student and the cooperating teacher should feel
• The student teaching application will be sent to one school at one time for
consideration.
• The application will not be removed from the school unless the school has
that the philosophical match between the student teacher and teacher are not
order to receive credit for a full semester of student teaching, the candidate must
complete the student teaching semester as defined by the dates of the signed
contract. Early completion requests will not be honored except for extenuating
• During the prescribed student teaching semester, candidates are not allowed to
receive payment for work within the usual work day. Students may not receive
substitute teaching pay while receiving university credit for student teaching. [You
cannot be both a student and a teacher within the same endorsement area at the
• Student teachers are expected to conform to the Code of Ethics of the Education
• The institutional costs for field placements, including long-distance phone calls
and postage, and travel costs of the Colorado State supervisor are covered by a
special course fee attached to student teaching. By current state policy, there is
University. By state policy, this no longer exists with all other Colorado teacher
education programs. There are, however, three placement options (see below)
Fifty years ago, students at Harvard University and the University of California,
Berkeley, were publishing guides rating teachers and courses. Irreverent and funny,
they featured pungent comments: "Trying to understand Professor X's lectures is like
slogging uphill through molasses," or "Dr. Y communicated very closely with the
blackboard, but I couldn't tell you what he looks like, as he never faced the class."
Unfortunately, what originated as a light-hearted dope sheet for the use of students has,
at the hands of university and college administrators, turned into an instrument of
unwarranted and unjust termination for large numbers of junior faculty and a source of
humiliation for many of their senior colleagues.
In the 1970s, schools started requiring faculty to get students to fill out and turn in
teaching evaluation forms to the administration. Administrators soon discovered they
had a weapon to use against 50 percent of the faculty: they could proclaim that the half
of the faculty with below-average scores in each and every department were bad
teachers. They have been at it ever since. When administrators say, as they often do,
"We won't tenure Professor X or give Professor Y a salary raise because he or she has
teaching evaluations that are below average," they are saying, in effect, that "below
average" means bad.
We know of one administration that heroically enlarged the proportion of no-good faculty
members to 90 percent by declaring that any junior faculty member who failed to
achieve scores in the top tenth percentile could not be promoted. But most
administrations are content to bad-mouth a mere 50 percent. (If the "average"
administrators use is the median, then exactly half of the faculty will be labeled bad. If
they use the mean, the proportion labeled bad will probably be slightly above or below
half.)
Administrators who would like to achieve a faculty in which everyone is above average
should move to Lake Woebegone, the only place where such a thing is possible. In
everyplace else, if all those who were below average were fired, the average would
simply rise, and about half the previously "good" teachers would then be below the new
average, miraculously reborn as "bad" teachers.
One might argue that administrations should give up using relative order, and instead fix
on some particular student evaluation score as the borderline between adequate and
inadequate teaching. That would make sense if the ratings actually measured teaching
effectiveness, but there is evidence that they do not.
In other studies, lecture content affected student achievement, but had only a negligible
impact on student ratings. In other words, the correlation between student achievement
and student ratings was low. Should we be willing to define "effectiveness" merely in
terms of student satisfaction? In judging colleagues for tenure or raises, why are
faculties so willing to trust judgments made by students in areas beyond their
competence to judge?
Students give bad evaluations to those whose accents differ from those of the students,
and to those who teach feared and despised required courses, such as statistics for
psychology majors. Daniel Hamermesh of the University of Texas found that better-
looking teachers get significantly better ratings. Research by Susan Baslow of Lafayette
College has revealed that male students gave better ratings to male professors than to
female professors, while female students did the opposite. So at least in disciplines
where the students are not predominantly of one sex, women will come out on average
with about the same ratings as men. But studies by Sheila Bennett and Anne Statham
have shown that women have to (and do) spend more effort and time than men on
nurturing behavior to get equivalent ratings
http://findarticles.com/p/articles/mi_qa3860/is_200309/ai_n9269161/
The Student-Teaching
Experience.(creating effective teaching
practices)
Article date:
April 1, 2001
Author:
DARDEN, GIBSON; SCOTT, KEVIN; DARDEN, AMANDA; WESTFALL, SARAH
* the fact that student teaching gives novice teachers a chance to experience an
"actual teaching setting";
It has been suggested that teaching expertise is developed in distinguish able "stages"
(Bell, 1997; Siedentop & Tannehill, 2000). Within each stage, teachers demonstrate
distinct and predictable behaviors and characteristics. As when learning a new motor
skill, beginning teachers progress through similar stages of pedagogical development. It
is readily accepted that the beginning stage of learning is the most critical to motor-skill
acquisition. One might also assert that the student teaching experience is the
beginning stage of teaching development, and is thus most critical for acquiring
expertise. In fact, some researchers have suggested that beginning teachers depend
little on their undergraduate professional training to solve problems and make
instructional decisions (Good lad, Soder, & Sirotnik, 1990; Smyth, 1995). Instead, many
novice teachers rely largely on what they learned from their initial student-teaching
experience and from observations of their own teachers (Bell; Smyth).
The quality of the student-teaching experience depends on the collective efforts of
three people--the university supervisor, the cooperating teacher, and the student
teacher. Each of these individuals must be dedicated to working as a team in order to
achieve a common goal. According to Schilling (1998), supervisors of student teachers
should communicate this message up front, assuring student teachers that they are
"not alone" and that "they are members of a winning team" (p. 52). For three or four
months, the student teacher, the co-operating teacher, and the university supervisor
will need to solve problems together if their partnership is to be successful. In order to
help ensure such success, we have developed a framework of concepts and strategies
that can serve to promote and develop true "TEAMWORK" (table 1) and make the
student-teaching experience more positive and meaningful for everyone involved.
Research in preservice teacher education suggests that dealing with routines is one of
the biggest challenges facing beginning teachers (Bell, 1997; Solmon, Worthy, Lee, &
Carter, 1990). Due to the nature of the university calendar, student teachers often
arrive at their placement school after many of the rules and routines have already been
established for the students (Rhea, 1999). Thus the student teacher misses the
opportunity to observe how the cooperating teacher went about establishing the most
basic procedures for the school year.
www.highbeam.com
Student teachers are often placed into an awkward and stressful situation, not really
sure of their authority and sometimes not even placed with veteran teachers who are
much help. These tips can aid student teachers as they begin their first teaching
assignments. Please note: these are not suggestions for how to approach the students
but instead for how to most effectively succeed in your new teaching environment.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT
start out on the right foot with your cooperating teacher. Even worse, if you arrive after a
class has begun which you are supposed to be teaching, you are placing that teacher
and yourself in an awkward situation.
2. Dress Appropriately
As a teacher, you are a professional and you are supposed to dress accordingly. There
is nothing wrong with over dressing during your student teaching assignments. The
clothes do help lend you an air of authority, especially if you look awfully young. Further,
your dress lets the coordinating teacher know of your professionalism and dedication to
your assignment.
3. Be Flexible
Remember that the coordinating teacher has pressures placed upon them just as you
have your own pressures to deal with. If you normally teach only 3 classes and the
coordinating teacher asks that you take on extra classes one day because he has an
important meeting to attend, look at this as your chance to get even further experience
while impressing your dedication to your coordinating teacher.
Flexibility is the one the top six keys to being a successful teacher.
5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson
to get them completed. Many schools have procedures that MUST be followed for
copying to occur. If you fail to follow these procedures you will be stuck without copies
and will probably look unprofessional at the same time.
This is especially important if you believe that you will be staying in the area and
possibly trying for a job at the school where you are teaching. These people's opinions
of you will have an impact on whether or not you are hired. They can also make your
time during student teaching much easier to handle. Don't underestimate their worth
7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn
in for grades, you should either not use their names or change them to protect their
identities. You never know who you are teaching or what their relationship might be to
your instructors and coordinators.
8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow
teachers. However, as a student teacher this would be a very risky choice. You might
say something you could regret later. You might find out information that is untrue and
clouds your judgment. You might even offend someone without realizing it. Remember,
these are teachers you could be working with again some day in the future.
http://712educators.about.com/od/teachingstrategies/tp/studentteaching.htm
November 30, 2010 briefer by the Department of Budget and Management and by
the Presidential Communications Development and Strategic Planning Office
1. The proposed budget for the whole education sector actually increased by P31
billion. The proposed budget for basic education in particular increased by 18.5%, the
highest increase in a decade.
2. The 2011 Budget proposes a larger amount for State Universities and Colleges (
SUCs) than what they actually received for 2010.
The first bar in toto represents the 2010 appropriated budget for SUCs, including the
Congressional Insertions subjected to a conditional veto by former President Arroyo --
and were never released. The second bar represents the proposed SUC budget for
2011. The graph illustrates that the proposed 2011 budget is P2.373 billion higher than
that of the 2010 proposed budget, which was the only amount not subject to the former
President’s conditional veto.
A graph illustrating the difference between the overall education budget for 2010 (left)
and 2011 (right).
Q&A
The education budget was actually increased from 15.6% (P240.59 billion) of the
National Budget to 16.5% (P271.67 billion).
Was the budget for State Universities and Colleges (SUC) cut?
The proposed SUC budget for 2011 is P23.407 billion, or 11.3% of the total National
Budget: higher than the P21.034 billion proposed in 2010. The increase is allotted for
Personal Services (PS) to support the requirements of the Salary Standardization Law.
The P23.845 billion 2010 appropriation for SUCs in the 2010 General Appropriations
Act was not the actual budget released for 2010. At the least, P2.8 billion worth of
congressional insertions was subjected to a conditional veto by former President Gloria
Macapagal-Arroyo, and was never released. The actual SUC budget released for 2010
only amounted to the 2010 proposed budget of P21.034 billion.
Another reason may have been the relatively larger basic education funding increase to
P207.3 billion, 18.5% of the 2011 budget—the highest increase in a decade. This move
was made to aid the sector of basic education, which the administration deems most in
need of public assistance [see charts below]. Furthermore, it is in accordance with
Section 2, Article XIV of the 1987 Constitution, which encourages the Government to
focus on basic education.
It is defined as a veto in which the President objects to parts of a Bill and proposes
amendments and conditions to make it acceptable.
The insertions could only have been released if the 14th Congress enacted new
revenue measures. This condition was not met.
SUCs may earn extra income through different ventures, including partnerships with the
private sector, and utilizing resources, such as land, that are available to them. The
institutions are free to manage and allocate these resources as they see fit to augment
their budget.
As stated in Higher Education Modernization Act of 1997 (Republic Act 8292), SUCs
are authorized to retain and utilize their own income. At the end of 2009, SUCs had a
total amount of P19.1 billion in cash balances. These institutions, as proposed, should
use their cash balances to fund academic programs. This is in line with the President’s
objective to make SUCs more self-reliant.
What does this mean for teachers in SUCs? The salaries and benefits of teachers are
fully covered. What does this mean for students in SUCs?
The general concern is that this might lead to tuition hikes in SUCs. The 2011 budget
was proposed as such to prevent unnecessary tuition fee increases. The whole amount
allotted to SUCs will be released unconditionally.
A R N S O M P T K L U V I T A
S A K T O R B D Q P H O E R S
I L M E H M T L S O B C M I S
L H I C K E Y D C R D O F Q E
N Y C T O E A B Q C R N S R M
S P A V K P V C R E M D G T B
U J T W Q N S R D L C U N O L
L H U L N P O C C A L C I P E
A G B H D J A B O I A T T E X
T X I M C B G T N N I O T N E
E H N I L R V N C T M R I L L
M Z G E U Q O U E U G S F I F
P I M W J S Y V A B Z G J I D
O X R E A M E R L E O K A E L
C P K R Z T L S E N P S N D O
S A D D L E B E N D C M L S M
1. __________________ 6. __________________
2. __________________ 7. __________________
3. __________________ 8. __________________
4. __________________ 9. __________________
5. __________________ 10. __________________
Test V. Enumeration.
A. Two Types of Tubes
1. _______________________________________
2. _______________________________________
B. Four tools used in metallic materials
3. _______________________________________
4. _______________________________________
5. _______________________________________
6. _______________________________________
C. Four Types of Flexible Armored Cable
7. _______________________________________
8. _______________________________________
9. _______________________________________
10. _______________________________________
D. Allowable uses of Flexible Armored Cable
11. _______________________________________
12. _______________________________________
13. _______________________________________
14. _______________________________________
15. _______________________________________
E. Characteristics of Flexible Non-Metallic Conduit (Moldflex)
16. _______________________________________
17. _______________________________________
18. _______________________________________
19. _______________________________________
20. _______________________________________
GOODLUCK!!!
ANSWER KEY:
1. B 6. A. 1. C
2. C 7. B 2. F
3. B 8. D 3. E
4. A 9. B 4. A
5. D 10. C 5. D
Identification
1. 12 inches
2. Moldflex
3. Single or one
4. 137 cm. or 4 ½ ft.
5. BX wiring or Armored Cable Wiring
Word Puzzle
1. Split Knob
2. Moldflex
3. Reamer
4. Porcelain Tube
5. Armored Cable
6. Saddle Bend
7. Hickey
8. Mica Tubing
9. Conductors
10. Fittings
Enumeration:
1. Porcelain Tube
2. Mica Tube
3. Hickey
4. Reamer
5. Hacksaw
6. Ratchet
7. Type ACT
8. Type ACU
9. Type AC
10. Type ACL
11. Theaters
12. Motion Picture Studios
13. Hazardous Locations
14. Storage Battery Rooms
15. Hoistways or Elevators
16. Non-Flammable
17. Flexible and Lightweight
18. Repels moisture
19. Non- corrosive and Waterproof
20. High insulation properties that prevent grounds and short circuit.
Narrative Report
At the first time I had taught in Justice Cecilia Muñoz Palma High School, I
was really shy and a little bit nervous because I am still adjusting myself in teaching new
students the 3rd year with the subject Electricity which I found very interesting subject to
learn were I had so much learning and been shared new knowledge in my students
since then I was teaching. In the first week of my teaching, I am still coping up in the
new environment that I was surrounded with the students and their individual
differences; I have handled 7 higher sections which I found them very active and
attentive when we have our class discussions. Even if I have not enough knowledge
and skills in Electricity I prepared myself to study well so that my students will gain more
from what I am teaching, as well as my critic teacher Mr. Gamo was also supportive and
he teach me more not only about Electricity but also in other matters like in teaching
and classroom management in that I was able to teach with more self-confidence.
I am very thankful for the opportunity to teach in this school for my preparation in
the future to be a great teacher and model to the students, sometimes I am thinking that
I don’t want to be a teacher because of my naughty students but somehow when my
students are sweet to me and they don’t want me to leave the school that is where I am
thinking that teaching is a great profession because even though sometimes you will
loss patience to them you will just realize at the moment that they will make you happy
and they understand and appreciate your teachings to them. Although, it was very
hard to teach I realize that I want to share knowledge not only to help them for their
better future but to also be a part of their journey in pursuing their dreams in life. Thank
you for being a part of my success and i will never forget the things that I had learned
here that will provide me to have a better career and life in the future.